2022-2023 PARCC Data Released

[Anonymous]

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Anonymous wrote:Here are the proficiency results for high school. It looks like Walls (a selective school that only accepts students with an A average GPA) has slightly pulled ahead of BASIS DC (a 100% lottery school).

Walls

ELA 94.66
Math 67.44

BASIS DC

ELA 92.06
Math 66.12

Banneker

ELA 88.62
Math 44.52

Latin

ELA 70.71
Math 30.47

DCI

ELA 41.87
Math 20.74

This is high school? Why is DCI so bad?

There's a lot more than meets the eye with high school math PARCC scores. Analyze with caution.

Kid at DCI?

Not at all, I don't even have a child of that age. But if you read backwards through this thread and others, you'll see a discussion of how the math PARCC works and what it reports and does not report. I'm not saying any one school is better in math than another-- I'd have to really look through the data, and it depends on the modeling assumptions you make. The sad truth is PARCC doesn't tell us very much about math after 9th grade.

Everyone takes the same test in DC.

Maybe you prefer to rely for your data on anonymous posters in DCUM? Or does that just depend on modeling assumptions?

Oh FFS. No, not everyone takes the same test. Some people take Algebra I. Some people take Algebra II. Some people take Geometry. Some people take the MSAA. And some people take no math standardized test at all. Kids take the test for the *class* they are taking, not the grade they are in. So to do a geniune comparison of two schools' math performance, you'd have to carefully control for those things. And even then, it wouldn't tell you anything at all about upper-level math courses.

BASIS DC shows two different numbers for "Grade 7" and "Algebra 1." How is that possible, when the lowest class offered in 7th Grade is Algebra 1?

Could be 6th graders taking 7th grade math. Or maybe what BASIS tells you is different from what actually happens.

This year it was the 10th graders at BASIS who took the Algebra I PARCC. Last year it was the 9th graders. Which means, yes, they were all taking it for the second time.

What? Why would BASIS make the 10th graders take the Algebra 1 PARCC when the 7th graders are the ones actually taking that class?

Probably because the high schoolers have to take something to fulfill the PARCC requirements, and Algebra 1, 2, and Geometry are the only choices. But it does mean that students don't necessarily take the test for the class they are taking.

I don't think they have to take any PARCC at all if they aren't in those classes. That's why you see so little data for 11th and 12th graders.

But the poster above said that BASIS 10th graders took the Algebra 1 PARCC last year, so why would that be happening?

If HS don't have to take PARCC at all if they aren't in those classes, then BASIS would have no high school math PARCC scores to report.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here are the proficiency results for high school. It looks like Walls (a selective school that only accepts students with an A average GPA) has slightly pulled ahead of BASIS DC (a 100% lottery school).

Walls

ELA 94.66
Math 67.44

BASIS DC

ELA 92.06
Math 66.12

Banneker

ELA 88.62
Math 44.52

Latin

ELA 70.71
Math 30.47

DCI

ELA 41.87
Math 20.74

This is high school? Why is DCI so bad?

There's a lot more than meets the eye with high school math PARCC scores. Analyze with caution.

Kid at DCI?

Not at all, I don't even have a child of that age. But if you read backwards through this thread and others, you'll see a discussion of how the math PARCC works and what it reports and does not report. I'm not saying any one school is better in math than another-- I'd have to really look through the data, and it depends on the modeling assumptions you make. The sad truth is PARCC doesn't tell us very much about math after 9th grade.

Everyone takes the same test in DC.

Maybe you prefer to rely for your data on anonymous posters in DCUM? Or does that just depend on modeling assumptions?

Oh FFS. No, not everyone takes the same test. Some people take Algebra I. Some people take Algebra II. Some people take Geometry. Some people take the MSAA. And some people take no math standardized test at all. Kids take the test for the *class* they are taking, not the grade they are in. So to do a geniune comparison of two schools' math performance, you'd have to carefully control for those things. And even then, it wouldn't tell you anything at all about upper-level math courses.

BASIS DC shows two different numbers for "Grade 7" and "Algebra 1." How is that possible, when the lowest class offered in 7th Grade is Algebra 1?

Could be 6th graders taking 7th grade math. Or maybe what BASIS tells you is different from what actually happens.

This year it was the 10th graders at BASIS who took the Algebra I PARCC. Last year it was the 9th graders. Which means, yes, they were all taking it for the second time.

What? Why would BASIS make the 10th graders take the Algebra 1 PARCC when the 7th graders are the ones actually taking that class?

Probably because the high schoolers have to take something to fulfill the PARCC requirements, and Algebra 1, 2, and Geometry are the only choices. But it does mean that students don't necessarily take the test for the class they are taking.

I don't think they have to take any PARCC at all if they aren't in those classes. That's why you see so little data for 11th and 12th graders.

But the poster above said that BASIS 10th graders took the Algebra 1 PARCC last year, so why would that be happening?

If HS don't have to take PARCC at all if they aren't in those classes, then BASIS would have no high school math PARCC scores to report.

I dunno, but maybe they actually are in those classes.

[Anonymous]

Anonymous wrote:its kinda shocking how the white student data is pretty uniform across schools - there isn't that much of a gap between the best and worst. But if you look at minority performance, there is a huge gap.

Looking at english language, of the 37 DCPS schools with enough white students for data, all but 2 have >70% passing rates (exceptions are Mann and Bruce-Monroe).


Look at AA students, you have schools that range from 90% pass rates to under 5% pass rates. Ross has 81% of AA students pass, and Savoy ES has under 5%.

Sidenote, at walls - who are the 18 students who can't read/write. Are they just those who didn't answer any questions and just turned in a blank piece of paper? (I know people who did this when we had state standardized tests back in the day and just read a book in the hallway)

I think this is really the most interesting aspect of the data, but I guess it's no surprise to most people on this thread, which is why everyone is focusing on tiny differences between similarly performing schools.

[Anonymous]

Anonymous wrote:

Anonymous wrote:its kinda shocking how the white student data is pretty uniform across schools - there isn't that much of a gap between the best and worst. But if you look at minority performance, there is a huge gap.

Looking at english language, of the 37 DCPS schools with enough white students for data, all but 2 have >70% passing rates (exceptions are Mann and Bruce-Monroe).


Look at AA students, you have schools that range from 90% pass rates to under 5% pass rates. Ross has 81% of AA students pass, and Savoy ES has under 5%.

Sidenote, at walls - who are the 18 students who can't read/write. Are they just those who didn't answer any questions and just turned in a blank piece of paper? (I know people who did this when we had state standardized tests back in the day and just read a book in the hallway)

I think this is really the most interesting aspect of the data, but I guess it's no surprise to most people on this thread, which is why everyone is focusing on tiny differences between similarly performing schools.

I hate that there's no decent SES data beyond "at risk" which is really a measure of pretty severe at risk and doesn't get at nuance of SES level. Our diverse city includes rich (sometimes extremely rich), middle class, and poor, for all ethnicities. Comparing Ross vs. Savoy AA students is still not comparing the same demographic.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:its kinda shocking how the white student data is pretty uniform across schools - there isn't that much of a gap between the best and worst. But if you look at minority performance, there is a huge gap.

Looking at english language, of the 37 DCPS schools with enough white students for data, all but 2 have >70% passing rates (exceptions are Mann and Bruce-Monroe).


Look at AA students, you have schools that range from 90% pass rates to under 5% pass rates. Ross has 81% of AA students pass, and Savoy ES has under 5%.

Sidenote, at walls - who are the 18 students who can't read/write. Are they just those who didn't answer any questions and just turned in a blank piece of paper? (I know people who did this when we had state standardized tests back in the day and just read a book in the hallway)

I think this is really the most interesting aspect of the data, but I guess it's no surprise to most people on this thread, which is why everyone is focusing on tiny differences between similarly performing schools.

I hate that there's no decent SES data beyond "at risk" which is really a measure of pretty severe at risk and doesn't get at nuance of SES level. Our diverse city includes rich (sometimes extremely rich), middle class, and poor, for all ethnicities. Comparing Ross vs. Savoy AA students is still not comparing the same demographic.

How would they get SES data? Do you report how much you earn to the school when you enroll?

[Anonymous]

Anonymous wrote:

Anonymous wrote:its kinda shocking how the white student data is pretty uniform across schools - there isn't that much of a gap between the best and worst. But if you look at minority performance, there is a huge gap.

Looking at english language, of the 37 DCPS schools with enough white students for data, all but 2 have >70% passing rates (exceptions are Mann and Bruce-Monroe).


Look at AA students, you have schools that range from 90% pass rates to under 5% pass rates. Ross has 81% of AA students pass, and Savoy ES has under 5%.

Sidenote, at walls - who are the 18 students who can't read/write. Are they just those who didn't answer any questions and just turned in a blank piece of paper? (I know people who did this when we had state standardized tests back in the day and just read a book in the hallway)

I think this is really the most interesting aspect of the data, but I guess it's no surprise to most people on this thread, which is why everyone is focusing on tiny differences between similarly performing schools.

Tiny differences which, when not statistically significant, are essentially parity. What is the confidence interval for scores at 70% for a school of 300-400 students?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:its kinda shocking how the white student data is pretty uniform across schools - there isn't that much of a gap between the best and worst. But if you look at minority performance, there is a huge gap.

Looking at english language, of the 37 DCPS schools with enough white students for data, all but 2 have >70% passing rates (exceptions are Mann and Bruce-Monroe).


Look at AA students, you have schools that range from 90% pass rates to under 5% pass rates. Ross has 81% of AA students pass, and Savoy ES has under 5%.

Sidenote, at walls - who are the 18 students who can't read/write. Are they just those who didn't answer any questions and just turned in a blank piece of paper? (I know people who did this when we had state standardized tests back in the day and just read a book in the hallway)

I think this is really the most interesting aspect of the data, but I guess it's no surprise to most people on this thread, which is why everyone is focusing on tiny differences between similarly performing schools.

I hate that there's no decent SES data beyond "at risk" which is really a measure of pretty severe at risk and doesn't get at nuance of SES level. Our diverse city includes rich (sometimes extremely rich), middle class, and poor, for all ethnicities. Comparing Ross vs. Savoy AA students is still not comparing the same demographic.

How would they get SES data? Do you report how much you earn to the school when you enroll?

No idea, DH does the forms. Do they ask? I mean it could be a range and you check a box, it doesn't have to mean you give your exact number....

[Anonymous]

Anonymous wrote:its kinda shocking how the white student data is pretty uniform across schools - there isn't that much of a gap between the best and worst. But if you look at minority performance, there is a huge gap.

Looking at english language, of the 37 DCPS schools with enough white students for data, all but 2 have >70% passing rates (exceptions are Mann and Bruce-Monroe).


Look at AA students, you have schools that range from 90% pass rates to under 5% pass rates. Ross has 81% of AA students pass, and Savoy ES has under 5%.

Sidenote, at walls - who are the 18 students who can't read/write. Are they just those who didn't answer any questions and just turned in a blank piece of paper? (I know people who did this when we had state standardized tests back in the day and just read a book in the hallway)

I would say some probably just didn’t try on the test (it doesn’t count for them in any capacity at all). Some probably really struggle with reading and writing. There is nothing besides grades and an interview to get into the school. Grades are inflated and there is a lot of variation across the district as to what earning an A means.

[Anonymous]

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Anonymous wrote:

Anonymous wrote:Per PP's helpful analysis of the top schools in DC for ELA and Math, it looks like Deal academically comes out on top for middle school. I guess the fights, drugs and other dysfunction I hear about on DCUM isn't affecting kids academically? I know that came across sounding snarky, but it's not intended to. I'm a parent with children IB for Deal (in the future) that has concerns when reading DCUM, but these PARCC results seem to tell another story.

+1, Deal looks good and performance is really not different than BASIS

Wait-- so a school can backfill-- more than backfill, take students by-right at any time of year-- and yet perform as well as BASIS? AMAZING. I never would have thought such a thing is possible! Tell us, Deal, how do you manage this stunning feat, which is impossible according to BASIS?

stupid argument. it’s not like hundreds of at-risk kids are moving into the Deal zone. The Basis lottery unequivocally means that more at-risk kids have access to Basis than to Deal.

Bingo. Such a weird example out little BASIS hater chose to make his point. I don't think I'd have chosen W3 privilege as the example of access for low SES. Every at risk family in DC has an equal shot at BASIS. No one who can't afford to live IB for Deal does.

Then how does Deal end up with a much higher percentage of *actually enrolled* at-risk kids, SPED, and ELL? It's as if you think being "100% lottery" somehow holds BASIS back even if the actual enrollment is very low at-risk.

No one at BASIS cares about your fake concern for at risk kids. Your fixation is unhealthy.

Can you answer any of my questions, though?

your strawman questions? why would they?

NP. Dude has been trying to get someone to engage him on his strawman for some time now. He introduces them on every BASIS and BASIS adjacent forum. His basic premise is that somehow a 100% lottery school isn't a lottery school (?), that there's some magic number of at-risk that BASIS should be enrolling (against the will of parents I guess?) and that, notwithstanding the excellent test results for BASIS, he has decided they should be higher (cause...he says so).

My working theory is he was fired from BASIS. I can conceive of no other explanation that would cause any one to so fixate on a school.

[Anonymous]

Anonymous wrote:its kinda shocking how the white student data is pretty uniform across schools - there isn't that much of a gap between the best and worst. But if you look at minority performance, there is a huge gap.

Looking at english language, of the 37 DCPS schools with enough white students for data, all but 2 have >70% passing rates (exceptions are Mann and Bruce-Monroe).


Look at AA students, you have schools that range from 90% pass rates to under 5% pass rates. Ross has 81% of AA students pass, and Savoy ES has under 5%.

Sidenote, at walls - who are the 18 students who can't read/write. Are they just those who didn't answer any questions and just turned in a blank piece of paper? (I know people who did this when we had state standardized tests back in the day and just read a book in the hallway)

this is only surprising to someone who doesn’t know that race and class are tightly connected in DC

[Anonymous]

[b wrote:Anonymous]its kinda shocking how the white student data is pretty uniform across schools - there isn't that much of a gap between the best and worst. But if you look at minority performance, there is a huge gap.[/b]

Looking at english language, of the 37 DCPS schools with enough white students for data, all but 2 have >70% passing rates (exceptions are Mann and Bruce-Monroe).


Look at AA students, you have schools that range from 90% pass rates to under 5% pass rates. Ross has 81% of AA students pass, and Savoy ES has under 5%.

Sidenote, at walls - who are the 18 students who can't read/write. Are they just those who didn't answer any questions and just turned in a blank piece of paper? (I know people who did this when we had state standardized tests back in the day and just read a book in the hallway)

This is surprising to no one who is black or even friends with black people. I am shocked that someone who lives in DC needs it explained to them that performance correlates to SES and not race. It just so happens that in DC low-SES often times correlates to black. That does NOT mean that all black people are low-SES.

So, yes, black folks with money (who live IB for Ross and JKLM) have test scores that mirror white folks with money. Low-SES folks have lower test scores.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Per PP's helpful analysis of the top schools in DC for ELA and Math, it looks like Deal academically comes out on top for middle school. I guess the fights, drugs and other dysfunction I hear about on DCUM isn't affecting kids academically? I know that came across sounding snarky, but it's not intended to. I'm a parent with children IB for Deal (in the future) that has concerns when reading DCUM, but these PARCC results seem to tell another story.

+1, Deal looks good and performance is really not different than BASIS

Wait-- so a school can backfill-- more than backfill, take students by-right at any time of year-- and yet perform as well as BASIS? AMAZING. I never would have thought such a thing is possible! Tell us, Deal, how do you manage this stunning feat, which is impossible according to BASIS?

stupid argument. it’s not like hundreds of at-risk kids are moving into the Deal zone. The Basis lottery unequivocally means that more at-risk kids have access to Basis than to Deal.

Bingo. Such a weird example out little BASIS hater chose to make his point. I don't think I'd have chosen W3 privilege as the example of access for low SES. Every at risk family in DC has an equal shot at BASIS. No one who can't afford to live IB for Deal does.

Then how does Deal end up with a much higher percentage of *actually enrolled* at-risk kids, SPED, and ELL? It's as if you think being "100% lottery" somehow holds BASIS back even if the actual enrollment is very low at-risk.

No one at BASIS cares about your fake concern for at risk kids. Your fixation is unhealthy.

Can you answer any of my questions, though?

your strawman questions? why would they?

NP. Dude has been trying to get someone to engage him on his strawman for some time now. He introduces them on every BASIS and BASIS adjacent forum. His basic premise is that somehow a 100% lottery school isn't a lottery school (?), that there's some magic number of at-risk that BASIS should be enrolling (against the will of parents I guess?) and that, notwithstanding the excellent test results for BASIS, he has decided they should be higher (cause...he says so).

My working theory is he was fired from BASIS. I can conceive of no other explanation that would cause any one to so fixate on a school.

Another NP, I have no kid at BASIS, I've been arguing repeatedly on this forum that overall results cannot be compared when not stratified by various factors (ideally SES, but we don't have a great measure, so we have percent 'at risk' and percent AA)....And agree that when taking this into account, Deal and BASIS honestly don't appear different on test performance based on data.

[Anonymous]

Anonymous wrote:

[b wrote:Anonymous]its kinda shocking how the white student data is pretty uniform across schools - there isn't that much of a gap between the best and worst. But if you look at minority performance, there is a huge gap.[/b]

Looking at english language, of the 37 DCPS schools with enough white students for data, all but 2 have >70% passing rates (exceptions are Mann and Bruce-Monroe).


Look at AA students, you have schools that range from 90% pass rates to under 5% pass rates. Ross has 81% of AA students pass, and Savoy ES has under 5%.

Sidenote, at walls - who are the 18 students who can't read/write. Are they just those who didn't answer any questions and just turned in a blank piece of paper? (I know people who did this when we had state standardized tests back in the day and just read a book in the hallway)

This is surprising to no one who is black or even friends with black people. I am shocked that someone who lives in DC needs it explained to them that performance correlates to SES and not race. It just so happens that in DC low-SES often times correlates to black. That does NOT mean that all black people are low-SES.

So, yes, black folks with money (who live IB for Ross and JKLM) have test scores that mirror white folks with money. Low-SES folks have lower test scores.

Which is why we need a better measure of SES to actually compare schools... yes, there is percent 'at risk' is a more extreme measure that doesn't get at the nuance that is helpful and that people are arguing about (i.e. schools appear similar, but perhaps x school is actually more middle class than y school which is more upper class).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

[b wrote:Anonymous]its kinda shocking how the white student data is pretty uniform across schools - there isn't that much of a gap between the best and worst. But if you look at minority performance, there is a huge gap.[/b]

Looking at english language, of the 37 DCPS schools with enough white students for data, all but 2 have >70% passing rates (exceptions are Mann and Bruce-Monroe).


Look at AA students, you have schools that range from 90% pass rates to under 5% pass rates. Ross has 81% of AA students pass, and Savoy ES has under 5%.

Sidenote, at walls - who are the 18 students who can't read/write. Are they just those who didn't answer any questions and just turned in a blank piece of paper? (I know people who did this when we had state standardized tests back in the day and just read a book in the hallway)

This is surprising to no one who is black or even friends with black people. I am shocked that someone who lives in DC needs it explained to them that performance correlates to SES and not race. It just so happens that in DC low-SES often times correlates to black. That does NOT mean that all black people are low-SES.

So, yes, black folks with money (who live IB for Ross and JKLM) have test scores that mirror white folks with money. Low-SES folks have lower test scores.

Which is why we need a better measure of SES to actually compare schools... yes, there is percent 'at risk' is a more extreme measure that doesn't get at the nuance that is helpful and that people are arguing about (i.e. schools appear similar, but perhaps x school is actually more middle class than y school which is more upper class).

We do have that info. We know demographic details about the IB catchments for Deal and other W3 schools and they are far wealthier than most other catchments. We also know where BASIS and Latin and other schools enroll from and we know those are not as affluent. Why are you pretending the data you want doesn't exist?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

[b wrote:Anonymous]its kinda shocking how the white student data is pretty uniform across schools - there isn't that much of a gap between the best and worst. But if you look at minority performance, there is a huge gap.[/b]

Looking at english language, of the 37 DCPS schools with enough white students for data, all but 2 have >70% passing rates (exceptions are Mann and Bruce-Monroe).


Look at AA students, you have schools that range from 90% pass rates to under 5% pass rates. Ross has 81% of AA students pass, and Savoy ES has under 5%.

Sidenote, at walls - who are the 18 students who can't read/write. Are they just those who didn't answer any questions and just turned in a blank piece of paper? (I know people who did this when we had state standardized tests back in the day and just read a book in the hallway)

This is surprising to no one who is black or even friends with black people. I am shocked that someone who lives in DC needs it explained to them that performance correlates to SES and not race. It just so happens that in DC low-SES often times correlates to black. That does NOT mean that all black people are low-SES.

So, yes, black folks with money (who live IB for Ross and JKLM) have test scores that mirror white folks with money. Low-SES folks have lower test scores.

Which is why we need a better measure of SES to actually compare schools... yes, there is percent 'at risk' is a more extreme measure that doesn't get at the nuance that is helpful and that people are arguing about (i.e. schools appear similar, but perhaps x school is actually more middle class than y school which is more upper class).

The nitpicking about an extra % of at-risk and extra couple of points in 4 or 5 scores is plain dumb. It is bored parents with nothing better to do. PARCC is a dumb test. It doesn't articulate real differences. It is at best a binary baseline of whether kids are close to where they need to be. The idea that an extra % here or there matters is silly.

As I said above (and the SJW warriors pounced) for most parents the PARCC percentages are useful to tell us whether our kid is going to be surrounded by a bunch of kids well below grade level. That type of environment means a kid at or above will be ignored and we know that behavioral problems correlate to kids well behind grade level. I don't want my kid that environment. The only parents who think that doesn't matter have kids in lower ES. By the time your kid gets to MS or HS these things matter. It's why for all the talk from the SJW crew, they won't send their kids to Eastern to be with 93% of kids below grade level.